CONTEMPORARY ISSUES IN EDUCATION

"Learn "with" the world...not just "about" the world."

Lizzette De JesusEDD 711

''Educating the masses was intended only to improve the relationship between the top and the bottom of society. Not for changing the nature of the relationship.” John Ralston

Paul 'Voltaire's Bastards.'

EDD/711 - SOCIAL CONTEXTS AND CONTEMPORARY ISSUES

CONTEMPORARY ISSUES IN EDUCATION 21ST CENTURY

1. Technology

2. Effective School Principals

3. Standardized Test

Benefits of Technology

The usage of technology is not a privilege but an obligation in the information age Sunbul (1998).

It is also expected from the teachers that they integrate technology in their courses in order to educate the individuals of information society Sunbul (1998).

It is desired that the skill of integrating teaching andlearning processes using the technology, which is a necessity of modern education, is ingrained in Pre-Service Teacher Education Sunbul (1998).

PRESENT ISSUES• 1. Insufficient quantities of Tech. Ed. teachers and elimination of

teacher education programs in Tech. Ed.

• 2. Loss of Tech. Ed. identity, absorbed within other discipline

• 3. Poor and/or inadequate public relations for Tech. Ed.

• 4. Insufficient funding of Tech. Ed. programs

• 5. Non-unified curriculum for Tech. Ed.

PRESENT ISSUES

• 6. Inadequate involvement of Tech. Ed. personnel in educational reform issues

• 7. General populous ignorant regarding technology and the

• discipline of Tech. Ed.

• 8. Elimination of Tech. Ed. programs

• 9. Inadequate business & industry support of Tech.

• 10. Inadequate leadership/leadership training for Tech.

• 11. Inadequate research base for Tech.

• 12. HS graduation requirements reduce opportunities for Tech.Ed. courses

• 13. Inferior in-service training for Tech.

• 14. Inappropriate certification procedures for Tech.

• 15. Inadequate knowledge base for Tech.

Intervention Strategies

• 1.Provide a philosophical groundwork for the study of technology that

• accentuate technological literacy.

• 2. Deliver teaching and learning systems for developing technological

• literacy.

• 3. Foster research to advance technological literacy.

• 4. Serve as the catalyst in establishing technology education as the primary

• discipline for the advancement of technological literacy.

• 5. Increase the number and quality of people teaching technology.

• 6. Create a consortium to advance technological literacy.

EFFECTIVE SCHOOL PRINCIPALS

IMPORTANCE OF SCHOOL PRINCIPALS

• A key element of an effective school is an effective principal (Whitaker, 1989).

• Research on effective schools, school restructuring, and instructional leadership point to the impact of principal leadership on student learning and improvement (Hallinger & Heck, 1996).

• The role of the principal as an instructional leader is outlined by (Brewer & Blasé, 2001) as "one that focusing on instruction; building a community of learners; sharing decision making; supporting ongoing professional development for all staff members; and creating climate of integrity, inquiry, and continuous improvement."

Core Competencies

• Functional/Technical Skills• Motivating Others• Integrity and Trust:• Valuing Diversity:• Interpersonal Skill:• Managing and Measuring Work:• Drive for Results:• Directing Others:• Managing Vision and Purpose• Priority Setting:• Decision Quality and Problem Solving:• Managerial Courage:

ISSUES• Technology Leadership: Enhancing Positive

Educational Change

• Guiding Principals—Addressing Accountability Challenges

• Building a Collective Vision

ISSUES• Building a Committed Team

• Establishing Collaborative and Partnerships

• Creating High-Achieving Learning Environments

• Leading and Managing Change and Improvement

INTERVENTION

• Provide principals with the knowledge and skills to effectively improve classroom instruction starting in their first year on the job.

• Access to data, instructional strategies, and other professional development to help them acquire the skills needed to support classroom teachers.

• Identify areas of growth, and target ways in which their leadership can best help students.

• Universities need to make a stronger investment in preparing principal certification candidates.

• Clear direction from the school board and be able to properly implement those guidelines

NO CHILD LEFT BEHIND ACTIn 2014, every child in the United States is expected to meet the standards of No Child Aldridge,

J., & Goldman, R. (2007).Left Behind

“the No Child Left Behind Act of 2001 is a landmark in education reform designed to improve student achievement and change the culture of America’s schools” Aldridge, J., & Goldman, R. (2007).

THREE KEY HALLMARKS OF THE NEW BILL:

TESTING

ACCONTABILITY

FLEXIBILITY

ISSUES

• Funding

• Diversity of definitions and tests used by the states and territories

• Conflicting requirements with IDEA

• Adequate yearly progress and student attendance on test day

• Highly qualified teachers

• Deprofessionalization of teachers—

• Unrealistic expectations for students of low income, special needs populations and English language learner students in adequate yearly progress.

• Management of No Child Left Behind at the federal level.

• Finally, 2014—the impossible dream!—

INTERVENTION

• An intense school wide focus on refining academic outcomes most distinguishes higher- from lower-performing middle grades schools.

• In higher-performing schools, curricula and instruction are closely aligned with state academic standards.

• Higher-performing schools use assessment and other student data extensively to improve student learning and teacher practice. Data are used throughout the year in higher-performing schools, rather than just a few times a year as seen in lower-performing schools.

• Higher-performing middle grades schools emphasize early identification and proactive intervention for student academic needs.

• Every role in a professional community of educators is important to making gains in middle grades student outcomes. This includes practices by teachers, principals, and superintendents.

References:

• Brewer, J. & Blase Jo. (2001). Ten steps to success. Journal of Staff Development. 22(1). 30-31.

• Halawah, I. (2005). THE RELATIONSHIP BETWEEN EFFECTIVE COMMUNICATION OF HIGH SCHOOL PRINCIPAL AND SCHOOL CLIMATE. Education, 126(2), 334-345. Retrieved from EBSCOhost.

• Hallinger, P. & Heck, R. (1996). Reassessing the principal's role in school effectiveness: A review of empirical research. Educational Administration

• https://ecampus.phoenix.edu/secure/aapd/cist/vop/Education/KelseyAdmin/Compliance/KHExitExamLetter.pdf• https://ecampus.phoenix.edu/secure/aapd/cist/vop/Education/KelseyHigh/KHCommunicationTeacher.htm

• Scoter, J. V., Ellis, D., & Railsback, J. ( 2001). Technology in early childhood education: Finding the balance Northwest Regional Education Laboratory.Retrieved June 2009, from http://www.netc.org/ earlyconnections/byrequest.pdf

• THE IMPORTANCE OF INSTRUCTIONAL TECHNOLOGIES AND MATERIAL DEVELOPMENT COURSE AT PRE-SERVICE TEACHER EDUCATION IN INFORMATION AGE. (English). (2004). Turkish Online Journal of Educational Technology, 3(1), 43-48. Retrieved from EBSCOhost.